Writing for the Instant Messaging and Text Messaging Generation: Using New Literacies to Support Writing Instruction
Writing, for adolescents who live in an age of digital communication, has taken on new importance and plays a prominent role in the way they socialize, share information, and structure communication. New literacies expand the literacy realm by considering the skills needed to function using media ot...
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| Vydané v: | Journal of adolescent & adult literacy Ročník 54; číslo 2; s. 121 - 130 |
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| Hlavný autor: | |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
Oxford, UK
Blackwell Publishing Ltd
01.10.2010
International Reading Association International Literacy Association |
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| ISSN: | 1081-3004, 1936-2706 |
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| Abstract | Writing, for adolescents who live in an age of digital communication, has taken on new importance and plays a prominent role in the way they socialize, share information, and structure communication. New literacies expand the literacy realm by considering the skills needed to function using media other than the printed page. Internet resources can enhance and expand the writing process by focusing on different writing forms or genres, using video clips of authors to serve as writing mentors, explaining and facilitating the editing and revising processes, and providing publishing opportunities for student writers. This article provides a rationale for the use of new literacies in literacy instruction and explores ways teachers can integrate new literacies into existing writing instruction. |
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| AbstractList | Tony Wagner of the Harvard Graduate School of Education suggests the following areas of skills that students should have before graduating (as cited in eSchool News, 2008, para. 20): * Problem-solving and critical thinking * Collaboration across networks and leading by inf luence * Agility and adaptability * Effective written and oral communication * Accessing and analyzing information * Curiosity and imagination These skills can be incorporated into language arts instruction that embraces new literacies and connects to standards across curricular areas. Despite these challenges, the International Reading Association and the National Council of Teachers of English (1996) addressed new literacies within a comprehensive list of literacy standards, which are similar to technology standards developed by the International Society for Technology in Education (2007; see Table 1). Writing, for adolescents who live in an age of digital communication, has taken on new importance and plays a prominent role in the way they socialize, share information, and structure communication. New literacies expand the literacy realm by considering the skills needed to function using media other than the printed page. Internet resources can enhance and expand the writing process by focusing on different writing forms or genres, using video clips of authors to serve as writing mentors, explaining and facilitating the editing and revising processes, and providing publishing opportunities for student writers. This article provides a rationale for the use of new literacies in literacy instruction and explores ways teachers can integrate new literacies into existing writing instruction. Writing, for adolescents who live in an age of digital communication, has taken on new importance and plays a prominent role in the way they socialize, share information, and structure communication. New literacies expand the literacy realm by considering the skills needed to function using media other than the printed page. Internet resources can enhance and expand the writing process by focusing on different writing forms or genres, using video clips of authors to serve as writing mentors, explaining and facilitating the editing and revising processes, and providing publishing opportunities for student writers. This article provides a rationale for the use of new literacies in literacy instruction and explores ways teachers can integrate new literacies into existing writing instruction. (Contains 3 tables.) Writing, for adolescents who live in an age of digital communication, has taken on new importance and plays a prominent role in the way they socialize, share information, and structure communication. New literacies expand the literacy realm by considering the skills needed to function using media other than the printed page. Internet resources can enhance and expand the writing process by focusing on different writing forms or genres, using video clips of authors to serve as writing mentors, explaining and facilitating the editing and revising processes, and providing publishing opportunities for student writers. This article provides a rationale for the use of new literacies in literacy instruction and explores ways teachers can integrate new literacies into existing writing instruction. Adapted from the source document |
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| Author | Sweeny, Sheelah M. |
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| References_xml | – reference: McGee, P., & Diaz, V. (2007). Wikis and podcasts and blogs! Oh, my! What is a faculty member supposed to do? EDUCAUSE Review, 42 (5), 28-30, 32, 34, 36, 38, 40. – reference: O'Brien, D., & Scharber, C. (2008). Digital literacies go to school: Potholes and possibilities. Journal of Adolescent & Adult Literacy, 52 (1), 66-68. doi:10.1598/JAAL.52.1.7. – reference: International Society for Technology in Education. (2007). ISTE's educational technology standards for students. Washington, DC: Author. Retrieved May 21, 2008, from www.iste.orgContentNavigationMenuNETSForStudents2007 StandardsNETSforStudents2007.htm. – reference: Bezemer, J., & Kress, G. (2008). Writing in multi-modal texts: A social semiotic account of designs for learning. Written Communication, 25 (2), 166-195. doi:10.1177/0741088307313177. – reference: Lee, C.K. (2007). Affordances and text-making practices in online instant messaging. Written Communication, 24 (3), 223-249. doi:10.1177/0741088307303215. – reference: West, K. (2008). Weblogs and literary response: Socially situated identities and hybrid social language in English class blogs. Journal of Adolescent & Adult Literacy, 51 (7), 588-598. doi:10.1598/JAAL.51.7.6. – reference: Choi, C.C., & Ho, H. (2002, July). Exploring new literacies in online peer-learning environments. Reading Online, 6 (1). Retrieved May 3, 2007, from readingonline.orgnewliteracieslitindex.aspHREFchoiindex.html. – reference: Lenhart, A., Arafeh, S., Smith, A., & Macgill, A.R. (2008). Writing, technology and teens. Washington, DC: Pew Internet & American Life Project. – reference: Holder, C.R. (2006). New media and new literacies: Perspectives on change. EDUCAUSE Review, 41 (6), 76-77. – reference: Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5). Retrieved February 7, 2007, from www.marcprensky.comwritingprensky20-20Digital20 Natives,20Digital20Immigrants20-20Part1.pdf. – reference: Witte, S. (2007). "That's online writing, not boring school writing": Writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51 (2), 92-96. doi:10.1598/JAAL.51.2.1. – reference: Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40 (4), 470-501. doi:10.1598/RRQ.40.4.5. – reference: Vacca, R.T., & Vacca, J.L. (2005). Content area reading: Literacy and learning across the curriculum (8th ed.). Boston: Pearson Education. – reference: International Reading Association & National Council of Teachers of English. (1996). Standards for the English language arts. Newark, DE; Urbana, IL: Authors. Retrieved June 23, 2010, from www.ncte.orgstandards. – start-page: 153 year: 2000 end-page: 161 – volume: 40 start-page: 470 issue: 4 year: 2005 end-page: 501 article-title: Instant messaging, literacies, and social identities publication-title: Reading Research Quarterly – volume: 52 start-page: 66 issue: 1 year: 2008 end-page: 68 article-title: Digital literacies go to school: Potholes and possibilities publication-title: Journal of Adolescent & Adult Literacy – start-page: 1163 year: 2008 end-page: 1174 – volume: 6 issue: 1 year: 2002, July article-title: Exploring new literacies in online peer‐learning environments publication-title: Reading Online – year: 2005 – volume: 9 issue: 5 year: 2001 article-title: Digital natives, digital immigrants publication-title: On the Horizon – volume: 42 start-page: 28 issue: 5 year: 2007 end-page: 30 article-title: Wikis and podcasts and blogs! Oh, my! What is a faculty member supposed to do? publication-title: EDUCAUSE Review – start-page: 467 year: 2008 end-page: 490 – year: 2008, January 28 – year: 2007 – year: 2008 – year: 2004 – start-page: 1 year: 2008 end-page: 22 – year: 1996 – start-page: 583 year: 2008 end-page: 610 – volume: 24 start-page: 223 issue: 3 year: 2007 end-page: 249 article-title: Affordances and text‐making practices in online instant messaging publication-title: Written Communication – volume: 25 start-page: 166 issue: 2 year: 2008 end-page: 195 article-title: Writing in multi‐modal texts: A social semiotic account of designs for learning publication-title: Written Communication – volume: 51 start-page: 588 issue: 7 year: 2008 end-page: 598 article-title: Weblogs and literary response: Socially situated identities and hybrid social language in English class blogs publication-title: Journal of Adolescent & Adult Literacy – volume: 41 start-page: 76 issue: 6 year: 2006 end-page: 77 article-title: New media and new literacies: Perspectives on change publication-title: EDUCAUSE Review – start-page: 1570 year: 2004 end-page: 1613 – volume: 51 start-page: 92 issue: 2 year: 2007 end-page: 96 article-title: “That's online writing, not boring school writing”: Writing with blogs and the Talkback Project publication-title: Journal of Adolescent & Adult Literacy – year: 2010, April 15 – year: 2008, December – start-page: 467 volume-title: The handbook of research on new literacies year: 2008 ident: e_1_2_1_15_1 – volume: 41 start-page: 76 issue: 6 year: 2006 ident: e_1_2_1_10_1 article-title: New media and new literacies: Perspectives on change publication-title: EDUCAUSE Review – volume-title: Encyclopedia of educational technology. year: 2004 ident: e_1_2_1_3_1 – volume: 9 issue: 5 year: 2001 ident: e_1_2_1_26_1 article-title: Digital natives, digital immigrants publication-title: On the Horizon doi: 10.1108/10748120110424816 – volume: 42 start-page: 28 issue: 5 year: 2007 ident: e_1_2_1_22_1 article-title: Wikis and podcasts and blogs! Oh, my! What is a faculty member supposed to do? publication-title: EDUCAUSE Review – volume-title: ISTE's educational technology standards for students year: 2007 ident: e_1_2_1_12_1 – ident: e_1_2_1_19_1 – ident: e_1_2_1_23_1 – ident: e_1_2_1_21_1 doi: 10.1598/RRQ.40.4.5 – start-page: 153 volume-title: Multiliteracies: Literacy learning and the design of social futures year: 2000 ident: e_1_2_1_16_1 – volume-title: Writing, technology and teens year: 2008 ident: e_1_2_1_18_1 – ident: e_1_2_1_29_1 doi: 10.1598/JAAL.51.2.1 – start-page: 1163 volume-title: The handbook of research on new literacies year: 2008 ident: e_1_2_1_2_1 – ident: e_1_2_1_14_1 – volume-title: Content area reading: Literacy and learning across the curriculum year: 2005 ident: e_1_2_1_27_1 – ident: e_1_2_1_25_1 – volume: 6 issue: 1 year: 2002 ident: e_1_2_1_6_1 article-title: Exploring new literacies in online peer‐learning environments publication-title: Reading Online – ident: e_1_2_1_4_1 doi: 10.1177/0741088307313177 – ident: e_1_2_1_28_1 doi: 10.1598/JAAL.51.7.6 – start-page: 583 volume-title: The handbook of research on new literacies year: 2008 ident: e_1_2_1_5_1 – ident: e_1_2_1_8_1 – ident: e_1_2_1_17_1 doi: 10.1177/0741088307303215 – start-page: 1 volume-title: Handbook of research on new literacies year: 2008 ident: e_1_2_1_7_1 – volume-title: Standards for the English language arts year: 1996 ident: e_1_2_1_11_1 – ident: e_1_2_1_30_1 – ident: e_1_2_1_13_1 – ident: e_1_2_1_9_1 – ident: e_1_2_1_24_1 doi: 10.1598/JAAL.52.1.7 – start-page: 1570 volume-title: Theoretical models and processes of reading year: 2004 ident: e_1_2_1_20_1 |
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